Metadata record for Youth and Development Survey, 19747510
Inter-university Consortium for Political and Social Research
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2015-03-03Youth and Development Survey, 1974751010.3886/ICPSR07510.v1Campbell, BrucePlease see full citation.
Inter-university Consortium for Political and Social Research
1984-03-18Campbell, Bruce. Youth and Development Survey, 1974. ICPSR07510-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 1992. http://doi.org/10.3886/ICPSR07510.v1cultural valueshigh school studentsparent child relationshipparental attitudesparental influencepeer influencepolitical attitudespolitical socializationrace relationsracial attitudesreligious attitudesreligious behaviorself conceptsocial attitudessocial behaviorsocial integrationsocializationstudent attitudesstudent behaviorteacher attitudesteacherstrust in governmentvaluesWatergate affairyouthsICPSR.XVII.C.1RCMD.IXRCMD.IX.A
This data collection presents the results of a survey of the
members of six high school senior classes in the Atlanta, Georgia, area
from December 1973-March 1974. The focus of the study was on social
learning, peer group influence, parental influence on political
socialization, and attitudes toward race relations and other social
issues. An attempt was made to interview each senior in the selected
schools in hour-long, face-to-face interviews. Topics probed in the
student survey included: (1) support for country, government, and
political system, (2) good citizenship, (3) active orientation to
government and political affairs, (4) community virtues, (5) moral,
ethical, and religious attributes and practices, (6) interpersonal
relations and social behavior, (7) other personal attributes, (8)
attitudes about the political system, (9) attitudes about national
strength, world leadership, and the United States' image, (10) civil
rights and race relations, including perceptions or race issues in the
country, in Georgia, and in individual school, (11) other social
problems, (12) opinions of which laws are important and why, (13)
advocacy of social, economic, and political reform, (14) opinions of
prominent individuals and groups in the United States, (15) interest
in the 1972 political campaign, (16) participation in student
protests, (17) feelings about Watergate and the Nixon Administration,
(18) educational values, goals, and accomplishments, (19) feelings
about integration, (20) relationship with mother and father, and (21)
perceptions of peer cliques and leaders. Separate questionnaires also
were administered to each student's mother and father, a sample of
their teachers, and school principals. Data from parents were obtained
by mail questionnaire and included responses to social and political
attitude questions similar to those in the student questionnaires, as
well as demographic information such as educational background,
occupation, and political affiliation. Information on school
attributes came from principal questionnaires (e.g., types of social
studies courses required or offered to 10th-12th grade students) and
teacher questionnaires (e.g., proportions of Black and white students
in each class taught by each teacher, listed by course name and
topic), as well as from public data sources. In addition, teachers
responded to a number of attitude questions (e.g., whether teachers
should encourage Black students toward jobs from which they have been
traditionally excluded, the level of friction between races at school,
the dominance of school cliques, and attitudes toward government and
social issues). Dozens of derived variables are also available.
19741973-121974-03Please see geographic coverage.AtlantaGeorgiaUnited StatesAll members of six high school senior classes in the area
of Atlanta, Georgia.survey data
The purposive sample of schools included a total of six:
two at least 95 percent white, two at least 95 percent Black, and two
roughly two-thirds white. In each pair of schools with a similar
racial mix, one was comprised of students of substantially different
socioeconomic status than the other: the predominantly white schools
split between upper- and lower-middle class, and the other pairs split
between middle and working class.
personal interviews, mailback questionnaires, and
public data sources
The data contained in each student's record
include not only his/her responses to the survey, but those of mother
and father, data supplied by the principal describing school
attributes, the mean response for teachers by school, and the entire
set of survey responses of up to five named peers in the student's
senior class.
A number of variables have been "grouped" or
"bracketed" from the originally collected and coded form to protect
the confidentiality of respondents.
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